from global competence to national success - ewf2018
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Digitalisation and education
Democratizing
Concentrating
Particularizing
Homogenizing
Empowering
Disempowering
Environmental
degradation
Climate change
Migration
Middle class
Polarisation
of societies
Renewable energy
Loss of
biodiversityWater and food
shortagesNatural
disasters
Financial
crisesNationalism
Democratisation
Multinational
companies
Harmonization
of values
Interdependent
markets
Trade
opennessEmerging
economies
Poverty
Ageing
Radicalisation
Tourism
Inequality
International
governance
Global
integration
30
40
50
60
70
80
90
Ch
ine
se
Taip
ei -2
Sw
ede
n -
9
Fra
nce
-5
Port
ug
al
Gre
ece
Sin
gapo
re -
2
Tha
iland
Ma
ca
o (
Ch
ina
) -7
Bra
zil
-2
Spain
Un
ite
d K
ing
dom
Bulg
aria
Ho
ng K
on
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Chin
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Kore
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Belg
ium
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De
nm
ark
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Cro
atia
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5
Isra
el -1
0
Ne
w Z
eala
nd -
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Ne
therl
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s
-3
Uru
guay
Hu
nga
ry 4
Austr
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OE
CD
avera
ge -
3
Do
min
ican
Rep
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Irela
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-
7
Pola
nd
-3
Co
sta
Ric
a 3
Lithu
ania
Japa
n -
5
Me
xic
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Ru
ssia
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Czech R
epu
blic
Ita
ly
Peru
Co
lom
bia
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Fin
land
-6
Ch
ile
La
tvia
Slo
vak R
epub
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B-S
-J-G
(C
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a)
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Sw
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Austr
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-3
Lu
xe
mbo
urg
Icela
nd
Germ
any
Esto
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Slo
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ia
%Boys Girls
15-year-olds feeling bad if not connected to the Internet (PISA) Figure III.13.6
Increase in time spent on line outside school on a typical school day
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Ho
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Japa
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Kore
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20
Minutes per day 2015 2012
Figure III.13.3
Percentage of High Internet Users (spending 2 to 6 hours on line per day), during weekdays
• Virality seems privileged over quality in the distribution of news
• Truth and fact are losing currency in decision making and democratic choices
• Assertions which “feel right” but have no basis in fact seem to be accepted as valid on the grounds that they challenge elites and vested interests
The post-truth world where reality becomes fungible
• A study by Stanford University – Over 80% of middle-schoolers couldn’t distinguish
between an ad labelled “sponsored content” and a real news story on a website.
– Less that 20% of high-schoolers questioned the use of a photo of deformed daisies in an article about toxic conditions near a nuclear plant in Japan, despite the absence of a source/location; in fact, nearly 40% argued the photo enhanced the article’s reliability.
• Algorithms that sort us into groups of like-minded individuals create echo chambers that amplify our views, leave us uninformed of opposing arguments, and polarise our societies
• Those algorithms are not a design flaw, they are the heart of why social media work
Scarcity of attention and abundance of information
Consumer protection
vs.
Developing transferable skills
for meaningful engagement
Online risks: harmful content, contact and conduct
Global competence (PISA)
Effectively combining knowledge
and critical reasoning in order to
establish an informed opinion on a
global or intercultural issue.
Globally competent students can draw on
and combine the disciplinary knowledge and
modes of thinking acquired in schools to ask
questions, analyse data and arguments,
explain phenomena, and develop a position
concerning a local, global or cultural issue
e.g. history course about industrialisation in the developing world
Global competence (PISA)
Willingness and capability to
understand global issues, and
others’ perspectives and behaviours
from multiple points of view.
Recognising that perspectives and
behaviours – including one’s own –
are inherently shaped by various
influences and concepts of reality
Globally competent students can
retain their cultural identity but are
simultaneously aware of the cultural
values and beliefs of people around
them, they examine the origins and
implications of others’ and their own
assumptions
e.g. student noticing culturally-related behaviour
Global competence (PISA)
Understanding the cultural norms
of different contexts and adapting
behaviour and communication
accordingly
The capacity to interact with others in
ways that are open (i.e. with sensitivity
and engagement), appropriate (i.e.
respectful) and effective.
Globally competent students create
opportunities to take informed, reflective
action and have their voices heard
Global competence (PISA)
Readiness to respond to a given
local, global or intercultural issue.
Being ready and willing to take
informed, reflective action and an
engagement to improve living
conditions in one’s own
communities and beyond.
Global competence (PISA)
Knowledge of global issues and intercultural issues
Content domains:
• Culture and intercultural relations (as students engage in learning about other cultures they recognise multiple, complex identities and avoid categorising people through single markers)
• Socio-economic development and interdependence
• Environmental sustainability• Global institutions, conflicts and
human rights
Global competence (PISA)
Global competence builds on specific cognitive and socio-emotional skills, including
• Reasoning with information• Communication in intercultural
contexts• Perspective-taking (the cognitive and social
skills to understand how other people think and feel)
• Conflict resolution• Adaptability
Global competence (PISA)
The mind-set that students adopt towards a person, a group, an institution, an issue, a behaviour or a symbol
Openness towards people from other cultural backgrounds
Respect for cultural differences
Global-mindedness
Global competence (PISA)
Values go beyond attitudes as they transcend specific objects or situations
People use them consciously and unconsciously as reference for judgements
• Human dignity
• Cultural diversity
• 90% of employers in 9 countries surveyed reported they value intercultural skills, and 47% screen for intercultural skills
• More than two thirds of employers report that their employees engage frequently with colleagues outside of their country, and over half say that their employees engage frequently with partners and clients outside of their country.
• By far the most highly valued skill is “demonstrating respect for others”, followed by “working effectively in diverse teams”. These skills outranked having “qualifications related to the job” and “expertise in the field”.
• More than one quarter of employers globally see the education provision in their country as inadequate in producing graduates that meet the intercultural skills needs of their organisation
• Source: British Council (2013) “Culture at work: The value of intercultural skills in the workplace”
Where global competence leads to national success
• Youngsters in 16 out of 20 countries believed the world is becoming a worse place to live
• But two-thirds of youngsters worldwide think that making a wider contribution to society is important, particularly in Latin America (86% in Brazil, 73% in Argentina).
• Few view lack the confidence (13%) or motivation (16%) as obstacles. Rather, young people feel they need ‘more knowledge about how to get involved’ (26%) and ‘greater skills’ (19%) to enable them to make the greatest contribution.
• Source: Varkey Foundation Generation Z Global Citizenship survey (2017)
Youngsters are willing to contribute to society,
but lack knowledge and skills to do so
• The first place where children encounter the diversity of society
• Provide students with opportunities to learn about global developments that affect the world and their own lives
• Teach students to develop a fact-based and critical worldview
• Equip students with an appreciation of other cultures and an awareness of their own cultural identities
• Engage students in experiences that facilitate international and intercultural relations
• Promote the value of diversity, which in turn encourages sensitivity, respect and appreciation
A role for schools
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competence
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2018-global-competence.htm
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